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ASSESSMENT IMPLEMENTATION PROGRESS REPORTDOCTOR OF PHILOSOPHY DEGREE

Arkansas Consortium for the Ph.D. in Communication Sciences and Disorders (CSDPHD) College of Health Professions (UAMS)

Douglas Murphy, Ph.D., DeanCollege of Professional Studies (UALR)

Ann Bain, Ph.D., DeanCollege of Health and Allied Sciences (UCA)

Jimmy Ishee, Ph.D., DeanAudiology and Speech Pathology Department (UALR/UAMS)

Nannette Nicholson, Ph.D., Interim ChairDepartment of Speech-Language Pathology (UCA)

Dee Lance, Ph.D., Interim ChairBetholyn Gentry, Ph.D. and Dee Lance, Ph.D., Co-Directors

Betholyn Gentry, Ph.D., CEHP Assessment CommitteeANNUAL REPORT - APRIL 2015

Faculty Contributors: Betholyn Gentry, Ph.D., Nannette Nicholson, Ph.D., Dee Lance, Ph.D., Brent Gregg, Ph.D., and Cliff Franklin.

CSDPHD Mission

The mission is to develop students' intellectual curiosity and abilities so that they desire to discover and disseminate knowledge. This in turn will benefit persons with communication disorders, their families and the community as a whole, while encouraging a lifelong desire to learn.

Program Goals

The overall goal of the program is to prepare high-quality scholar-teachers who 1) will engage in research to expand the knowledge base in communication sciences and disorders and 2) will educate the audiologists and speech pathologists of the future.

Program Objectives

Effectiveness of the program is based on student learning outcomes (objectives #2-5) as well as internal and external benchmark measures. Because completion of student outcomes could take 6-10 years, internal and external benchmarks must be used to provide information about the program as it evolves along the way. Objective #1: The CSDPHD consortium will be effective in attracting and graduating high quality students

AUSP CSDPHD Assessment Report for 2014 year 1

Objective #2: The student will display competence in teaching by exhibiting refined communication skills and knowledge of the subject matter; by promoting critical thinking and lifelong learning; by organizing and managing course elements; by implementing a variety of media and technology and by being sensitive to individual student circumstances.

Objective #3: Students will display competence in research, grant writing and in their specialty area by demonstrating research skills and disseminating information; by writing and submitting a grant; and by disseminating information in their specialty area.

Arkansas Consortium for the Ph.D. in Communication Sciences and Disorders (CSDPHD)Five-Year Assessment Plan

The five-year assessment plan for the CSDPHD between the University of Arkansas for Medical Sciences, the University of Arkansas at Little Rock and the University of Central Arkansas is explained below. The doctoral program assessment plan includes changing the focus of assessment each year following a five-year cycle. This is the beginning of a new five-year cycle for the CSDPHD program.

First Year Assessment Plan (2012): The first year of the five-year cycle involves gathering data related to assessment of the doctoral program admissions, curriculum and faculty. This assessment process includes: reviewing the admissions policy (number of applications completed, average GRE scores of applicants, and average GPA of applicants); reviewing the curriculum (student feedback, and accrediting agency feedback when available); reviewing faculty effectiveness (student course evaluations when available, student scholarship). These data will be utilized to evaluate program effectiveness and help determine if the program is attracting high quality students. Results from this data can be used for program improvement and decision-making and will be included in the report for next year.

Second Year Assessments (2013): During the second year of the five-year cycle assessment efforts for the doctoral program will focus on assessment of doctoral student teaching. Assessment efforts for the doctoral program will include data reported for doctoral student teaching evaluations including course and clinical evaluations, and Ph.D. Graduate Exit Surveys when available. These data will be used to determine if the doctoral students are competent in teaching by evaluating their communication skills and knowledge of the subject matter; their critical thinking skills, their organization and course management skills and their ability to utilized media and technology in the classroom.

Third Year Assessments (2014): During the third year of the five-year cycle assessment efforts for the doctoral program will focus on assessment of doctoral student scholarship. Assessment efforts for the doctoral program will include data reported from candidacy examinations, dissertation completion rate (when available), and doctoral students grant funding rate and Ph.D. Graduate Exit Surveys (when available). These data will be used to determine how well the program is meeting the goal of producing students who are competent in research, grant writing and in their specialty area.


Fourth Assessment Year (2015): During the fourth year of the five-year cycle the doctoral program assessment will involve examination of the assessment feedback loop. The CSDPHD assessment committee will examine the effectiveness of the current plan and determine if any actions have been taken as a result of feedback from the assessment plan. This information will be disseminated to the intercampus committee for feedback on any necessary changes to the assessment process. Additionally, data from the newly implemented annual evaluations of doctoral students will be collated and reported.

Fifth Year Assessment (2016): During the fifth year of the five-year cycle the focus of assessment will again shift to evaluating the program philosophy, mission and goals. Review of the program philosophy, mission and goals will include examining the employment of students in academic settings; surveys of former students; student exit interviews; Ph.D. Graduate Exit Surveys; and student performance as teachers, researchers, and grant writers.

CSDPHD Assessment Plan - Five-Year Cycle

Assessment Tool Cycle Report Year

Assessment of program admissions, curriculum and faculty Year 1 2012Admissions Report Data yearlyRecruitment Report As NeededStudent Scholarship Data yearlyFaculty Scholarship Data yearlyStudent Feedback Data yearly Assessment of doctoral student teaching Year 2 2013Teaching Evaluation 2 yearsClinical Evaluation 2 years Ph.D. Graduate Exit Survey 2 years

Assessment of doctoral student scholarship Year 3 2014Candidacy Examination 3 yearsDissertation completion rate 3 yearsStudent grant writing 3 yearsPh.D. Graduate Exit Survey 3 years

Assessment of the feedback loop Year 4 2015Ph.D. Student Annual Evaluation 4 yearsPh.D. Student Self Evaluation 4 years

Assessment of the program philosophy, mission and goals Year 5 2016Review current assessment plan 5 years


Review overall success of the program 5 yearsUse of Assessment

The Audiology and Speech Pathology Department has historically assessed graduate students using a variety of assessment tools that have been useful for program building and improvement. As part of the doctoral program consortium with the University of Arkansas at Little Rock, University of Arkansas for Medical Sciences and the University of Central Arkansas, we continue this tradition. The Arkansas Consortium for the Ph.D. in Communication Sciences and Disorders (CSDPHD) continues to value assessment as a critical component in the growth of the program. The current assessment report reflects our assessment efforts for the third year of the CSDPHD five year assessment plan schedule. The doctoral program was assessed in 2014 using the following assessment tools: Admissions Report form, Student Scholarship form, Faculty Scholarship form, Student Feedback form and the Ph.D. Graduate Exit Survey form. In addition we examined: student scholarship, qualifying examination pass rate, dissertation completion rate, and student grant writing.

CSDPHD Admissions Report

The CSD Ph.D. program received no complete applications for admissions during 2014. There were 9 incomplete applications started in our online application system in 2014. Eight of these were female applicants and one was a male applicant. Furthermore, there were 10 incomplete applications that were meant for the master’s program in speech pathology. Data for the admissions report was collected using the Admissions Report Form (Appendix A). Additionally there were numerous telephone/email inquiries from students in the US and from international students who did not follow up with an application. Four students made inquiries about part-time enrollment/online courses neither completed an application. The formal application process was not started by several students after learning that we do not have stipends for new doctoral students.

CSDPHD Recruitment Report

During 2014 recruitment efforts for the doctoral program consortium concentrated on one major professional conference, the Arkansas Speech Language and Hearing Association. Recruitment activities at this conference involved purchasing a recruitment table, staffing the table with consortium faculty and distributing consortium promotional materials. During 2014 approximately 25 contacts (name, email, and interest area) were made as a result of this recruitment effort. Recruitment efforts also included responding to email and telephone inquiries about the program throughout the year. Again, one major hindrance to recruitment efforts was the lack of funding available to support doctoral students. Of note is the fact that a record number of doctoral students graduated in 2014 (n=4) leaving our total number of remaining students at seven.

CSDPHD Student Scholarship Report


Current Ph.D. students were encouraged to participate in scholarly activities this past year and data was collected using the Student Scholarship Form (Appendix B). Five of our seven Ph.D. students were responsible for 11 presentations at state, regional and national conventions. Additionally, two Ph.D. students published two articles in a refereed journal and one Ph.D. student received two scholarship awards during 2014. We will continue to encourage this type of scholarship in our doctoral students in the future. These activities are summarized in the table below and are listed in detail after the table.

CSDPHD Student Scholarship for 2014

# of ConsortiumStudents reporting

#Presentations(State, regional,

national)

#Grant Applications/

# Funded

#Articles Submitted

5 11 2 2

Ph.D. Student Presentations

Alanazi, A., Atcherson, S.R., Bryan, M., & Franklin, C.A. (2014, March 26-29). Acoustics of amplified stethoscopes for health professionals with hearing loss. Poster presentation at the American Academy of Audiology Convention and Exposition, Orlando, FL.

Alanazi, Ahmad, Presented a poster presentation: "Acoustics of conventional and amplified stethoscopes for health professionals with hearing loss" in the AAA conference-AudiologyNow2014, Orlando, Florida.

Alanazi, Ahmad, Presented a poster presentation: "Comparison of behavioral hearing threshold and cortical threshold estimate recorded with HEARLab system" in the UAMS Students Research Day.

Alanazi, Ahmad, (March, 2014) Comparison of Cortical Auditory Evoked Potentials and Behavioral Thresholds. Pre-Dissertation Research Project Presentation. UALR Speech and Hearing Clinic, UALR, Little Rock, AR.

Alanazi, Ahmad, was invited by Arkansas Nurses Association and presented " Newborn Hearing Screening and syndromes" in their annual educational program.

Slavych, B.K. (April, 2014). Voice and Speech Changes in Aging. One-hour Grand Rounds presentation to faculty, staff and students in the Department of Geriatrics at UAMS.

Thomason, A. (2014, November 22). Contemporary Findings on the Relationship Between Stuttering and Working Memory: Event-Related Potentials Versus Behavioral Measures. Poster, American Speech-Language Hearing Association 2014 National Convention, Orlando, FL.


Thomason, A. (2014, November 22). When the “Moderate” Rule Does NotApply: Rethinking Interpretation of the SSI-3 for Medicaid Guidelines.Poster, American Speech-Language Hearing Association 2014 National Convention, Orlando, FL.

Thomason, A. (2014, October 10). Counseling Approaches for Addressing Questions from Parents of Children Who Stutter. Short Course, Arkansas Speech-Language Hearing Association 2014 Convention, Little Rock, AR

Thomason, A. (2014, October 10). Rethinking Medicaid Guidelines for Interpreting the Stuttering Severity Instrument. Short Course, Arkansas Speech-Language Hearing Association 2014 Convention, Little Rock, AR

Thomason, A., Nutt, B., Bright, K. (2014, October 10). Puzzled NoMore: Speech Intervention for Cleft Palate. Short Course, Arkansas Speech-Language Hearing Association 2014 Convention, Little Rock, AR

Ph.D. Student Publications

Slavych, B.K., Engelhoven, A.E., & Zraick, R.I. (2014). Quality of life in person’s with voice disorders: A review of patient-reported outcome measures. International Journal of Therapy and Rehabilitation, 20(6), 314-315.

Atcherson, S.R. & Kennett, S.W. (2014). Early-, mid-, and late-latency auditory evoked potentials during pregnancy: two cases. Journal of Pregnancy and Child Health, 1:121. doi: 10.4172/2376-127X.1000121

Ph.D. Student Awards

Sarah Kennett received the American Academy of Audiology Foundation Empowering People Scholarship

Sarah Kennett received the Arkansas Speech Language Hearing Association Student Scholarship

These results are very encouraging. Our doctoral students are getting experiences presenting at the state and national levels. We will continue to encourage this type of scholarship in our doctoral students in the future.

CSDPHD Faculty Scholarship Report

The consortium faculty (UALR, UAMS and UCA) were very productive during 2014. Data from 19 consortium faculty were compiled on the Faculty Scholarship Form (Appendix C) and used for the Faculty Scholarship Report. The consortium faculty was very visible professionally during 2014 as can be seen from the number of presentations and publications reported. A total of 42 presentations were made at local, regional and national professional conferences by the


consortium faculty. With regard to grant applications, the consortium faculty submitted a total of 10 grants, two of which was funded. This resulted in a 20% funding rate for the consortium faculty. Additionally, a total of 31 professional publications were disseminated in 2014 including 4 books. There were 35 total submissions with 4 manuscripts under review. Faculty scholarship efforts are remarkable and help raise the visibility of our Ph.D. program. These efforts are summarized in the table below and listed in detail after the table.

CSDPHD Faculty Scholarship for 2014

# of Consortium

Faculty reporting

#Presentations(State,

regional, national)

#Grant Applications/

# Funded

#Articles Submitted

#Articles Published

19 42 10/2 42 35(Including 3 books)

Faculty Presentations

Adlof, S.M., McLeod, A., Crass, K.A. (2014, November) Literacy Interventions Revisited: Moving Up (and back down) the Treatment Research Ladder. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Orlando, FL.

Atcherson, S.R., Shapley, K.L., & Gentry, B.F. (2014, November 19-22). Body language in audiology and speech pathology: a worthwhile skill? Presentation at the American Speech-Language-Hearing Association Convention, Orlando, FL

Atcherson, S.R. (2014, August 13). (APP)lications for Audiologists. Invited webinar for AudiologyOnline.com.

Atcherson, S.R. (2014, July 18-20). Auditory processing: when I hear you, but don’t always understand. Invited presentation for the annual Sotos Syndrome Support Association conference, Little Rock, AR

Atcherson, S.R. (2014, June 12-13). Advanced Electrophysiologic Techniques. Invited workshop by Le CHU de Québec, L ‘Hȏtel-Dieu de Québec, Québec City, Canada

Atcherson, S.R. (2014, June 25). Anatomy of an Audiogram: From Tests to Provision of Treatment and Services. Invited presentation for Arkansas Rehabilitation Services for the Deaf – Batesville Field Office, Batesville, AR

Atcherson, S.R. (2014, March 10-12). Practicing in a Mobile World: Are there APP(lication)S for Audiology? Invited keynote presentation at the Joint Defense Veterans Audiology Conference (JDVAC), Las Vegas, CA

Atcherson, S.R. (2014, May 19). Hearing loss and aging. Invited presentation at the Arkansas Geriatric Education Mentors & Scholars, Summer Institute, Arkansas Geriatric Education Center, University of Arkansas for Medical Sciences, Little Rock, AR


Atcherson, S.R. (2014, October 9-10). Health Literacy and Communication Disorders. Invited presentation for South Dakota Speech-Language-Hearing Association convention, Sioux Falls, SD

Atcherson, S.R. (2014, October 9-10). Mobile Apps for Audiology & Auditory Training. Invited presentation for South Dakota Speech-Language-Hearing Association convention, Sioux Falls, SD

Atcherson, S.R. (2014, October 9-10). Telecoils & Hearing Loop Systems: A Call to Action for SDSLHA Members. Invited presentation for South Dakota Speech-Language-Hearing Association convention, Sioux Falls, SD

Atcherson, S.R. (2014, October 9-10). Working with Professionals with Hearing Loss. Invited presentation for South Dakota Speech-Language-Hearing Association convention, Sioux Falls, SD

Atcherson, S.R., Mendel, L.L., Baltimore, W., Patro, C., Lee, S., & Pousson, M. (2014, November 19-22). Speech understanding using surgical masks in audio-only and audio-visual listening conditions. Poster presented at the American Speech-Language-Hearing Association Convention, Orlando, FL

Bailey, B., Martin, H., Tesh, J., Upponi, R., Zerbe, J., Atcherson, S., Jumper, D., Lieblong, S.,Richesin, S., Schlagenhauf, L., & Franklin, C. (2014). Comparison of Click CE-Chirp and LS-Chirp Stimuli in Middle Latency Response Recordings. Paper presented at the 26th American Academy of Audiology Annual Conference, March 26-29, Orlando, FL

Bayles, K. (2014). Building Cognitive Reserve, 2 hour miniseminar presented at the American Speech-Language-Hearing Association Convention, Orlando, FL

DiFino, S., Kim, S., & Lombardino, L. (2014, November). Phonological deficits in college students with dyslexia, Poster presentation at the Annual Convention of the American Speech-Language-Hearing Association (ASHA), Orlando, FL

Ford, S. & Kelly, D. (2014, April). “A longitudinal investigation of mother-child book-reading with Southern economically disadvantaged families”, UALR Undergraduate Research Expo. University of Arkansas at Little Rock, Little Rock, AR.

Franklin, C., Lurten, E., White, L., & Franklin, T. (2014). Is There a Difference in ANLs Measured in the Sound Field Versus Under Earphones? Paper presented at the 26th American Academy of Audiology Annual Conference, March 26-29, Orlando, FL

Gentry, B. & Loudermill, C. (2014, Oct). Social Language Skills and Public School Thrills. ArkSHA, Little Rock, AR.

Gentry, B. & Palmer, P. (2014). A comparison of stress levels in mothers: ASD vs TD. ArkSHA, Little Rock.

Kim, S. & Lombardino, L. (2014, November). Visual literacy of students with dyslexia: foundation skills for academic success, Spoken presentation at the Annual Convention of the American Speech-Language-Hearing Association (ASHA), Orlando, FL


Kim, S. & Rhodes, C. (2014, October). Graph processing in students with dyslexia: An eye tracking study, Spoken presentation at the Annual conference of the Arkansas Speech Language Hearing Association (ArkSHA), Littlerock, AR

Kim, S. & Lombardino, L. (2014, July). Comparison between visual and textual process of college students with dyslexia: evidence from eye tracking study, Spoken presentation at the International Conference for Society for the Scientific Study of Reading (SSSR), Santa Fe, NM

Loudermill, C., Gentry, B., Shapley, K., Robinson, G. (2014). Good vs. Poor Comprehenders’ Knowledge of Derivational Morphology. Poster presentation at the 2014 American Speech Language Hearing Association Annual Convention Orlando, FL.

Magimaira, B. (2014). “Role of Cognitive Mechanisms in Typically Developing Children’s Receptive Language Performance”, presented at CSD Research colloquium (UCA)

Martin, P., Munoz, K. & Nicholson, N. (April, 2014). Communication using remote language interpretation for audiology services with Spanish-speaking parents. (Research Podium). National Early Hearing Detection and Intervention Conference, Jacksonville, FL.

Nicholson, N. & Atcherson, S.R. (May, 2014). Improving readability and usability of EHDI newborn hearing screening brochures. Invited Webinar Sponsored by the National Center for Hearing Assessment and Management, Logan, UT. Retrieved from http://www.infanthearing.org/resources_home/events/readability-webinar-may-2014.html and http://www.infanthearing.org/webinars/docs/readability-transcript.pdf on June 22, 2014.

Nicholson, N., Martin, P., Atcherson, S., Schlagenhauf, L., & Zraick, R. (April, 2014). Readability and Usability of EHDI newborn hearing screening Brochures. (Research Poster). National Early Hearing Detection and Intervention Conference, Jacksonville, FL.

Robinson, G.C. and Norton, P.C. (2014). Disproportionality of African American Students with the Primariy Diagnosis of Speech-Language Impairment in the U.S. Public Schools, National Black Speech Language Hearing Association, Memphis, TN.

Shapley, K.L. (2014, July). All roads lead to language development. Invited presentation presented at the 2014 Soto Syndrome Support Association Annual Conference Little Rock, AR.

Thomas, D., & Lance, D. M. (2014). Common core, collaboration, language, and literacy. A mini-seminar presented at the 2014 American Speech-Language and Hearing Association Annual Convention, Orlando, FL.

Thomas, D., & Lance, D. M. (2014). Helping schools improve early literacy scores: The SLPs role. A mini-seminar presented at the Mid-South Conference on Communicative Disorders, Memphis, TN.

Woolverton, B, Seay, L., & Kelly, D. (2014, April). “An exploration of maternal book-related utterances in a longitudinal study of Early Head Start families”. Leadership Education in


http://www.infanthearing.org/webinars/docs/readability-transcript.pdf

http://www.infanthearing.org/resources_home/events/readability-webinar-may-2014.html

http://www.infanthearing.org/resources_home/events/readability-webinar-may-2014.html

Neurodevelopmental Disabilities (LEND), University of Arkansas for Medical Sciences , Little Rock, AR

Yang, J., & Fox, R. A. (2014). Acoustic properties of shared vowels in bilingual Mandarin-English children. The 15th Annual Conference of the International Speech Communication Association (Interspeech 2014), Singapore, September 13-18.

Yang, J., Brown, E., Fox, R. A., & Xu, L. (2014) Acoustic properties of vowel production of prelingually deafened children with cochlear implants. The 13th International

Conference on Cochlear Implants and Other Implantable Auditory Technologies, Munich, Germany.

Faculty Publications

Atcherson, S.R. & Moore, P.C. (2014). Are chirps better than clicks and tonebursts for evoked middle latency responses? Journal of the American Academy of Audiology, 25, 1-8.

Atcherson, S.R. & Spangler, C. (2014, Mar/Apr). Functionally the same, yet different: audiologists with hearing loss. Audiology Today, 26(2): 42-48.

Atcherson, S.R. (2014). Incorporating frequency-modulated technology into your practice. Seminars in Hearing, 35(3), 239-245.

Atcherson, S.R. (in press). Book Review: Hearing: Anatomy, Physiology, and the Disorders of the Auditory System (3rd ed.), A.R. Møller. International Journal of Audiology. [Invited TIJA-2014-11-0324]

Cohick, N. & Shapley, K.L. (2014). Concussion education for high school football players: A pilot study. Communication Disorders Quarterly, 35, 3, 182-185. DOI: 1525740113506605.

Cook, K.E. & Atcherson, S.R. (2014). Impulse noise: can hitting a softball harm your hearing? The Scientific World Journal: Otolaryngology. Volume 2014, Article ID 702723, 4 pages, doi:10.1155/2014/702723

Dornhoffer, J.L., Atcherson, S.R., & Anderson, S.R. (in press). Pearls in audiovestibular assessment. In J.L. Dornhoffer and M.B. Gluth (Eds.), The Chronic Ear. New York: Thieme Medical Publishing.

Fogerty, D., Montgomery, A., & Crass, K.A. (2014). Effect of Consonant-Intensity on the Speed of Lexical Decisions. Attention, Perception and Psychophysics, 76 (3) 852-863.

Franklin, C., Vesely, B., White, L.J., Mantie-Kozlowski, A., Franklin, T. C. (2014). Audiology: Student Perception of Preceptor and Fellow Student Ethics. Journal of Allied Health. 43(1), 45-50

Franklin, C., White, L., Franklin, T., & Smith-Olinde, L. (2014). The relationship between the acceptance of noise and acoustic environments in young adults with normal hearing: A pilot study. Journal of the American Academy of Audiology. 25(6), 584-591.


Gentry, B., & Wiley, P. (In Press). Autism: Attacking social interaction problems (AASIP): A therapy manual targeting social skills in teens 13-16. Plural Publishing Inc., San Antonia, CA.

Gentry, B., Wiley, P. & Torres, J. (In press). Autism: Attacking social interaction problems (AASIP): A therapy manual targeting social skills in children 10-12. Plural Publishing, Inc., San Diego, CA.

Good, J, Lance, D. M., & Rainey, J. (2014). The effects of morphological awareness training on reading, spelling, and vocabulary skills. Communication Disorders Quarterly, 0-10. doi: 10.1177/1525740114548917

Kim, S., Lombardino, L., Cowles, W., & Altmann, L. J. (2014). Investigating graph comprehension in students with dyslexia: An eye tracking study. Research in developmental disabilities, 35(7), 1609-1622.

Kushalnagar, P., McKee, M., Smith, S.R., Hopper, M., Kavin, D., & Atcherson, S.R. (2014). Conceptual model for quality of life among adults with congenital or early deafness. Disability and Health, 7(3), 350-355.

Montgomery, A., Reed, P., Crass, K.A., Hubbard, I., & Stith, J. (2014). The effects of measurement error and vowel selection on the locus equation measure of coarticulation. Journal of the Acoustical Society of America, 136, 2747-2750.

Nevins, M.E. & Sass-Lehrer, M. (in press). Developing and Sustaining Exemplary Practice through Professional Learning in Early Intervention for Deaf and Hard-of-Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (Sass-Lehrer and Moeller, Eds.) New York: Oxford University Press

Nicholson, N. & Franklin, C. (2014). Showstoppers: Highlights from the American Academy of Audiology’s Annual AudiologyNOW! Expo. Hearing Health, 30(3) 36-39.

Nicholson, N. (2014) Infant Hearing Decisions – a guide for early hearing detection and intervention [DVD]. College of Health Professions, University of Arkansas for Medical Sciences, Little Rock, AR.

Nicholson, N., & Bonneannee, N. (2014). The dangers of iPod use. Hearing Health 31(1), 8-9

Nicholson, N., Atcherson, S., Martin, P., Spragins, M.G., Schlagenhauf, L. & Zraick, R. (submitted). Readability, user-friendliness and key content analysis of newborn hearing screening brochures. To be submitted to Pediatrics

Nicholson, N., Martin, P., & Munoz, K. (accepted). Satisfaction with Remote Face-to-Face Interpreting Services. Perspectives in Childhood Hearing and Hearing Disorders

Nicholson, N., Shapley, K., Martin, P., Talkington, R., Caraway, T. (2014). Trekking to the top - Learning to listen and talk: Changes in attitude and knowledge after a family camp intervention, Volta Review, 114(1) 57-75

Radford, N., & Nicholson, N. (2014). Improving Loss-To-Follow-Up in EHDI programs – quality improvement initiative [DVD]. School of Health Sciences, Jackson State University,


Jackson, MS.

Robinson, G.C. and Norton, P.C. (submitted). Disproportionality of African American Students with the Primarily Diagnosis of Speech-Language Impairment in the U.S. Public Schools: A 5-Year State-by-State Analysis. Language, Speech, and Hearing Services in the Schools

Shapley, K.L. (2014 in review) Review of the Vocabulary Assessment Scales-Expressive and Vocabulary Assessment Scales-Receptive, In R.A. Spies, J.F. Carlson, & K.F. Geisinger (Eds.), The twentieth mental measurements yearbook.

Swindle, T., Shapley, K., Kyzer, A., Cheerla, R., & Whiteside-Mansell, L. (in press, 2014). Familial risk in low-income children with chronic illness exposed to passive smoke. Clinical Pediatrics.

Thomas, D., & Lance, D. M. (2014). Effects of School-Wide Intervention on Literacy Learning: The SLPs Support. SIG 16 Perspectives on School-Based Issues, 15, 45-53. doi:10.1044/sbi15.1.45.

Wiley, P., Gentry, B., & Torres, J. (In Press). Autism: Attacking social interaction problems (AASIP): A therapy manual targeting social skills in children 4-9. Plural Publishing, Inc., San Diego, CA.

Yang, J., Fox, R. A., & Jacewicz, E. (2014). Vowel development in an early Mandarin-English bilingual child: A longitudinal study, Journal of Child Language. (In press)

Yang, J., & Fox, R. A. (2014). Perception of English vowels by bilingual Chinese-English and corresponding monolingual listeners, Language and Speech, 57 (2), 215-237.

Yang, J., & Fox, R. A. (2014). Acoustic properties of shared vowels in bilingual Mandarin-English children. Proceedings of the 15th Annual Conference of the International Speech Communication Association (Interspeech 2014), Singapore. 1297-1301.

Faculty Grants Submitted

Atcherson, S.R. (2014). Department of Education/ NIDCD 5-year subward for Rehabilitation Engineering Research Center (RERC) with PI : James DeCaro, Ph.D. of Rochester Institute of Technology (not funded)

Atcherson, S.R. (2014). NIH R01 5-Year sub-award for PROMIS-Deaf: Inclusion of Deaf Patients in Disability and Outcomes Research with PI: Poorna Kushalnagar of Rochester Institute of Technology (resubmitted)

Kim, S. (2014). Advancing Academic-Research Careers Award, American Speech Language Hearing Association 2014-2015. Funded.

Magimairaj, B. (2014) UCA – Awarded IDC Faculty Development Grant ($750) - – co-investigator Ms. Kathy McDaniel Topic: "An Empirical Approach to Designing and Evaluating an Undergraduate Capstone in Communication Sciences and Disorders."


Magimairaj, B. (2014) UCA - Submitted (awaiting review) - Hearing Health Foundation Grant ($30,000) – co-investigators Dr. Natalie Benafield (UCA) and Dr. Naveen Nagaraj (UAMS/UALR) Topic: “Central Auditory Processing Disorder – Moving the science forward integrating cognitive science, hearing science, and language science”

Magimairaj, B. (2014) Submitted (Not funded) - UCA Foundation Grant ($3000) – co-investigator Ms. Kathy McDaniel

Magimairaj, B. (2014) Submitted (Not funded) - CAPCSD Grant ($5000) – co-investigator Ms. Kathy McDaniel

Martin, P. & Nicholson, N. (2014). Oberkotter Foundation: Home Visiting Programs in Arkansas (funded, $30,000).

Martin, P. & Nicholson, N. (2014). Tiny Ears (not funded, $438,000).

Nagaraj, N. (2014). Hearing Health Foundation Grant: Central Auditory Processing Disorder: Moving the science forward through interdisciplinary collaborative research integrating Hearing, Language, and Cognitive Science. ($30,000 under revision).

Faculty Honors and Awards

Gentry, B. (2014). Awarded Fellow of the American Speech Language Hearing Association, ASHA, Orlando, FL.

Nicholson, N. (2014). UAMS Leadership Institute Graduate, UAMS, Little Rock, AR.

Nicholson, N., Martin, P., Atcherson, S., Schlagenhauf, L., & Zraick, R. (April, 2014). Best Poster Award for Readability and Usability of EHDI newborn hearing screening Brochures. (Research Poster). National Early Hearing Detection and Intervention Conference, Jacksonville, FL.

Shapely, K. (2014). Selected for the American Speech Language Hearing Association Pathways program, Rockville Pike, MD.

Shapley, K. (2014). National Student Speech Language Hearing Association Chapter Award Gold Recognition Status Faculty Advisor, Rockville Pike, MD.

Shapley, K. (2014). University of Arkansas at Little Rock Graduation and Retention Advocate Award, UALR, Little Rock, AR.

Shapley, K. (2014). University of Arkansas for Medical Sciences College of Health Professions Excellence in Teaching Award, UAMS, Little Rock, AR.

CSDPHD Student Feedback Report

Student feedback is an important component for assessing the doctoral program. This year we were able to get feedback from four of our seven Ph.D. students using the revised Student Feedback Form (Appendix D). This resulted in a response rate of 57%. All four respondents were second and third year students. The findings indicate that our Ph.D. program is providing


the necessary learning opportunities to develop student skills in teaching, research, supervision and grant writing. The responses are presented below.

CSDPHD Student Feedback for 2014

Questions for 1st Year Students (n=0) %Yes %No Comments1. Were you assigned a major advisor in a timely fashion this semester? When was this assignment made? Please give date.

NA No new students admitted.

2. Did you and your major advisor meet to discuss/outline a proposal for your program of study? If so, when?


3. Have you had a program committee meeting to approve your program of study? If so, when?


4. Do you feel that your program is individualized?


5. Do you feel that you will be able to complete the program in the allotted amount of time?


Questions for Second & Third Year Students (n= 4)1. During your course of study, did you have the opportunity to learn and develop the skills necessary to develop, conduct and disseminate research? If yes, please describe the opportunities you were given and the outcomes of each.

100% 1). I have primarily been developing these research skills through work on my pre-dissertation pilot study. As my research project is a biomedical study involving the use of non-FDA approved investigative medical device that is manufactured outside of the US, working on my research project has required a great deal of interaction with IRBs. Through my pilot study I have learned about the extensive IRB


documentation required for a biomedical study, contracts between IRBs, initiating a new research site, ordering lab equipment, grant reimbursement, regulatory binders, and research compliance. I have learned about dissemination of research through three presentations ad ArkSHA and two poster sessions at ASHA. I also learned about research through observations and discussions regarding my mentor’s ongoing research projects.2) I had the opportunity to learn the necessary skills. For instance, I have completed my pre-dissertation project. I submitted this project to the AAA conference and got accepted. This will be the second time to present at this conference.3) During my course of study, I was given the opportunity to learn and develop the skills necessary to develop, conduct and disseminate research. In order to gain knowledge and grow in experience, I was guided toward courses that provided foundational information in both qualitative and quantitative research. During these courses I was given the opportunity to write literature reviews and to submit to the IRB for project


approvals. Following these courses, I had the opportunity to participate in a qualitative piece that was ultimately published. I am currently working on my dissertation.4) Trip to Advanced Bionics; three separate projects (funding for one); one poster at this time.

2. During your course of study, did you have the opportunity to learn and develop the skills necessary to write grants? If yes, please describe the opportunities you were given and the outcomes of each.

100% 1) Not directly from the program. I took a grant writing course from nursing and I feel like it did not prepare me for grant writing.2) During my course of study, I was given the opportunity to learn and develop the skills necessary to write grants. In order to gain knowledge and grow in experience, I as guided toward a grant-writing course. During the course I had the opportunity to locate and apply for a grant.3) I studied the preliminary studies and grant development course. Although I had some issues regarding the instructor’s teaching style that I discussed with my mentor, I did learn from that course.4) Yes, aside from assistance with management of the grant writing course, my mentor helped me with completion of my McNiece Doctoral Fellowship Award application.

3. During your course of study, did you have the 100% 1) I have had the


opportunity to learn and develop the skills necessary to teach and provide clinical supervision at the University level? If yes, please describe the opportunities you were given and the outcomes of each.

opportunity to grow in these areas through Teaching Pedagogy course, guest lectures, and clinical supervision opportunities as part of my doctoral seminar on treatment methods. The Teaching Pedagogy class was excellent. It allowed me a full semester to develop a course-Blackboard, lectures, class activities, exams- all with comprehensive knowledge about learning and teaching styles. Having live lecture practice in addition to edits and discussion regarding my class materials helped increase the quality of my course development. I look forward to my Teaching Internship and feel that this course has me prepared. My mentor allowed me to give some guest lectures, helping me prepare by talking me through lecture planning and post-lecture self-evaluation. I will co-teach a course for my Teaching Internship credit this summer.2) I am planning to take the Teaching Pedagogy course this summer (2015), followed by Clinical Supervision (Fall 2015) and teaching a course in spring 2016.3) During my course of study, I had the opportunity to learn and develop the skills necessary to teach and provide clinical supervision


at the university level. To date, I have instructed undergraduates in Anatomy and Physiology for Speech, Voice and Stuttering, and Disorders of Articulation; I have instructed graduate students in Advanced Anatomy and Physiology for speech, and I have supervised both undergraduate and graduate clinicians for a total of three semesters.4) I took Teaching Pedagogy (summer 2014); very beneficial; Teaching Internship (Fall 2014).

Questions for Fourth & Fifth Year Students (n=0)1. Have you completed your prospectus and received approval from your dissertation committee? ___Yes ___No

NA No fourth or fifth year students responded.

2. If not, what deterrents have prevented you from completing your prospectus?


3. Have you started collecting data for your dissertation?


4. If not, what deterrent have prevented you from starting to collect data?


5. When do you expect to complete your degree? NA No fourth or fifth year students responded.

6. Please circle your rating of satisfaction with the Ph.D. Consortium program on the scale below:


Based on the information obtained from doctoral student feedback our Ph.D. program is providing the necessary learning opportunities to develop student skills in teaching, research, supervision and grant writing. All second and third year respondents mentioned several opportunities during their program to develop these skills. We will continue to make it our goal to provide these opportunities as part of each doctoral student’s individualized program of study. The consortium Ph.D. teacher/scholar model provides doctoral students with several opportunities to practice firsthand, teaching, doing research, providing supervision and writing


grants. These opportunities are beneficial to our doctoral students. We will continue to monitor these skills and make recommendations accordingly.

Candidacy Examination

This year we assessed the results of our candidacy examination for the past three years. For the 2014 calendar year, the Ph.D. Consortium had one doctoral student take and pass the written and oral candidacy examinations. During 2013 no students took the candidacy examinations and during 2012 four students took and passed the candidacy examinations. Currently, we have a pass rate of 100% for doctoral students taking the candidacy examinations. Our students appear to be well prepared for these examinations and to date none of our students have failed these examinations.

Dissertation Completion Rate

Since the beginning of the consortium Ph.D. program in 2006, there have been twelve students who completed their dissertations and subsequently graduated. Four students completed dissertations in 2014, which was the largest number of dissertations completed in one year in the program history. During 2014 there were four other doctoral students enrolled in dissertation hours and actively working on completion of their dissertation. The program has produced dissertations that cover a variety of communication disorder topics in children and adults. Graduation years, number of graduates and dissertation titles are listed in the table below.

Calendar Year # of Graduates Dissertation Titles2010 1 1) The impact of dichotic auditory training in children

2011 2 1)The effects of morphological awareness on reading, spelling, and vocabulary skills2) Videomanometric measures of head rotation and chin tuck in head & neck cancer patients

2012 3 1) The ability of temporal air pressure and airflow measures to discriminate subjects receiving velopharyngeal insufficiency surgery2) Effects of topical nasal anesthesia on fiberoptic endoscopic examination of swallowing with sensory testing3) An analysis of communicative participation in an elderly population

2013 2 1) Examining phonemic awareness in children with expressive phonological disorders2) Telemedicine versus traditional treatment for


muscle tension dysphonia

2014 4 1) The impact of on-line cognitive training: P300 and behavioral differences in executive function in adolescents with autism spectrum disorders2) First grade students’ awareness of final consonant clusters in monomorphemic words: Does dialect matter?3) An investigation of the relationship between reading comprehension and morphological awareness skills4) Multicultural infusion in the communication and sciences curriculum: A case study

Ph.D. Student Grant Writing

A grant writing course is a required course for all doctoral students. Doctoral students are routinely encouraged to apply for grants when opportunities are available. During 2014 two doctoral students applied for grants that were subsequently funded. These students are: Ashlen Thomason who received a McNiece Doctoral Research Fellowship Award and Ahmad Alanazi who also received a McNiece Doctoral Research Fellowship Award. We will continue to encourage grant writing as a way to fund doctoral student research.

Ph.D. Exit Survey

The CSD Ph.D. faculty developed the Ph.D. Graduate Exit Survey during 2013 (Appendix E). During 2014 there were four graduates from the program. Two of these graduates are employed in academic settings and two are actively seeking employment in academic settings. This year no responses to the survey were received for the 2014 calendar year. We will continue to pursue new avenues of administering the survey to employers that will ensure a better return rate. Suggestions for future administration include using online survey tools such as Survey Monkey.

Stakeholder Involvement

The major stakeholders for our Ph.D. consortium include: three universities, faculty, students, employers and working graduates. The faculty as a whole has distinguished themselves in publications and presentations during 2014 and is a valuable asset to the Ph.D. program. As more students graduate from our program we will be able to assess our performance in meeting the needs of these primary stakeholders.

Doctoral students are important stakeholders in our doctoral program. Third and fourth year students were given the opportunity to complete the Student Feedback Form and evaluate the


opportunities for teaching, research, supervision and grant writing in their program. These data will be reviewed in years to come for trends that may require our attention.

Employers of currently employed graduates CSDPHD program were able to evaluate the doctoral program this year using our Ph.D. Graduate Exit Survey form. Improved method of dissemination of this form will be tried in the future to increase the response rate. As more students graduate from the program, this information will be invaluable in assessing program effectiveness.

The administrations on all three consortium campuses are important stakeholders in the consortium doctoral program. They have an obligation to support the program, provide student stipends and fulfill financial obligations promised when the program was started. Hopefully more funding for student stipends will be available in the future.

Conclusions

Our unique consortium Ph.D. program is a model of intercampus cooperation and commitment to providing the next generation of researchers and educators in the discipline of communication sciences and disorders. Our relatively new program has graduated a total of 12 students as of 2014. Assessment efforts on the part of the consortium will be invaluable as we finalize and confirm the matriculation process for our students. Our Ph.D. consortium is effective in attracting and graduating high quality students who are competent teachers, researchers, supervisors and grant writers. The curriculum assessment map (Appendix F) of doctoral courses and their relationship to the consortium goals established by the intercampus faculty is contained in this report.


Appendix ACOMMUNICATION SCIENCES AND DISODERS DOCTORAL PROGRAM CONSORTIUM

Admission Report Form ____2014_Calendar Year

Applicant Admission Professional Funding GRE Graduate Racial-Ethnic# Status Certification Source Verb Quan Wrtg GPA Residency Citizenship Category M/F

1

2

3

4

5

6

7

8

9

10


Appendix BStudent Scholarship Form

Reporting for _2014____ (Calendar Year)

Student # ofPresentations

# of Grant Applications# Funded

# Manuscripts Submitted

# Awards

CSDDC Student Scholarship Form 1/07


CSDDPC Admission Report Form 1/07

Appendix C

COMMUNICATION SCIENCES & DISORDERS DOCTORAL PROGRAM CONSORTIUMFaculty Scholarship Form

Reporting for __2014__ (Calendar Year)

# Faculty Presentations Grant Applications# Funded

Articles Submitted

Articles Published

Grants Key: 1) Indicate funded amount; 2) Approved not funded; 3) Not approved; Publications Key: 1) In-Press; 2) Approved with Revisions; 3) SubmittedCSDDPC Faculty Scholarship Form 1/07


Appendix DCOMMUNICATION SCIENCES & DISORDERS DOCTORAL PROGRAM CONSORTIUM

Student Feedback Form Regarding Curriculum:Reporting for ____________ (Calendar Year)

Questions for First Year Students:

1. Were you assigned a major advisor in a timely fashion this semester? When was this assignment made? (Please give the date.)____________________________________________________________

2. Did you and your major advisor meet to discuss/outline a proposal for your program of study? If so, when?___________________________________________________________

3. Have you had a program committee meeting to approve your program of study? If so, when?_______________________________________________________

4. Do you feel that your program is individualized? ________________________________________________________________

5. Do you feel that you will be able to complete the program in the allotted amount of time? ________________________________________________________________

(Stop here if you are in the first year of study and return form)

Questions for Second and Third Year Students:

1. During your course of study, did you have the opportunity to learn and develop the skills necessary to develop, conduct and disseminate research? If yes, please describe the opportunities you were given and the outcomes of each.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. During your course of study, did you have the opportunity to learn and develop the skills necessary to write grants? If yes, please describe the opportunities you were given and the outcomes of each. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. During your course of study, did you have the opportunity to learn and develop the skills necessary to teach and provide clinical supervision at the University level? If yes, please describe the opportunities you were given and the outcomes of each. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SDDPC Student Feedback Form 1/07


Appendix EPh.D. Graduate Exit Survey


Appendix F

Curriculum Assessment Map: Degree Program AssessmentArkansas Consortium for the Ph.D. in Communication Sciences and Disorders: Ph.D.

Emphasis: Extensive Somewhat Little NoneAssessed: Exam Paper Project Other Not Assessed

Goal #1: The overall goal of the program is to prepare high-quality scholar-teachers who 1) will engage in research to expand the knowledge base in communication sciences and disorders and 2) will educate the audiologists and speech pathologists of the future.

Courses and Activities

How Outcomes are Addressed and Assessed

Outcome # 1 - The student will display competence in teaching by exhibiting refined communication skills and knowledge of the subject matter; by promoting critical thinking and lifelong learning; by organizing and managing course elements; by implementing a variety of media and technology and by being sensitive to individual student circumstances.

Outcome #2 - Students will display competence in research, grant writing and in their specialty area by demonstrating research skills and disseminating information; by writing and submitting a grant; and by disseminating information in their specialty area.

AUSP 8110 Teaching Internship

Emphasis:Assessed

ExtensiveOther

None

AUSP 8207 Teaching Pedagogy

Emphasis:Assessed

ExtensiveExamOther

None

AUSP 8104 ResearchProject 1

Emphasis:Assessed

None ExtensiveOther

AUSP 8204 Research Project II

Emphasis:Assessed:

None ExtensiveOther

AUSP 8300 Advanced Research Methods

Emphasis:Assessed:

None ExtensiveExamOther

AUSP 8109 Emphasis: None Extensive


Grant Writing Internship

Assessed: Other

AUSP 8205 Grant Writing Pedagogy

Emphasis:Assessed:


AUSP 8111 Supervision Internship

Emphasis:Assessed:

None ExtensiveOther

AUSP 8206 Supervision Pedagogy

Emphasis:Assessed:

None ExtensiveExam

AUSP 9199-9999Dissertation

Emphasis:Assessed

None ExtensiveProject

AUSP 8301 Doctoral Seminar in Hearing

Emphasis:Assessed


AUSP 8302 Doctoral SeminarIn Speech

Emphasis:Assessed


AUSP 8303 Doctoral Seminar in Language

Emphasis:Assessed



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